Harnessing ChatGPT to Craft Custom Learning Games

• In Event: Ethics of AI in Ed: Five Humans and ChatGPT Discuss

Abstract

Author: Chair and presenter is an associate professor in the Instructional Technology Program, in the Department of Educational & Psychological Studies at a research one, AAU University in the South East of the United States.

Objectives

Negativity often pervades the discourse about generative AI and education, especially with issues like invalid document proliferation. However, such concerns only reveal half the picture. This case study sheds light on one way chatGPT might revolutionize education. We introduce Text-To-Games (TTG), a technique allowing teachers to use chatGPT to craft educational games, customized to their curriculum, from selected texts.

Perspectives

Our theoretical foundations draw on (a) AI-supported, learner-as-collaborator with AI (Ouyang, & Jiao, 2021), (b) phenomenology (Smith, 2003), (c) Design-Based Research (DBA) (Design-Based Research Collective, 2003; Zheng, 2015), (d) constructivism (Duffy and Jonassen, 2013), and (e) new literacies (Leu et al, 2011).

Methods

We designed two game templates: Forgery and Saboteur, aimed at promoting group discussions and based on class curriculum texts. Saboteur emerged as the superior choice after several iterations of playtesting and feedback with undergraduates.

Saboteur, aimed at fostering domain-knowledge literacy and deduction skills, assigns a secret 'Saboteur' role to a player whose objective is to trick others into selecting a fake text. The game entails analyzing four texts, one real and three fake, stirring lively debate among players.

We built the inaugural digital prototype of TTG using the Saboteur game template, with instructor and student interfaces created using Unity, a multiplayer game infrastructure leveraging AWS, and an existing web-based eReader for in-game reading and chat.

Three high school teachers, specialized in American history, social studies, and civics, employed Saboteur in their classrooms, having received hands-on workshops and instructive videos from our team. Sixty-two students participated in the two-week study.

Research Questions:

(1) How was Saboteur integrated into their curriculum?
(2) What were the teachers’ experiences with designing Saboteur-focused lessons?
(3) What was the nature of student discourse during in-game discussions?
(4) What was the students' feedback on the game structure and its educational value?

Data Sources
Our data collection involved semi-structured interviews (Bartholomew, Henderson, & Marcia, 2000), qualitative analysis (Creswell, 2002), discourse analysis of in-game chats, and students' reflections.

Results

Teachers initially critiqued the game interface, but eagerly anticipated its application in their curriculum. Two teachers found the game educationally valuable, while one was uncertain if the learning outcomes justified the time invested. However, all saw potential in the TTG prototype.

Online discussions among students showcased high levels of engagement and critical thinking, surpassing typical online courses. Students' reflections emphasized their preference for the game over traditional class activities, further endorsing its educational value.

Significance

This study suggests that TTG has great potential as a tool for customizing game-based learning, promising a paradigm shift in educational settings.

Author

• Glenn G. Smith, University of South Florida